Henry (Rique) Campa, III -- is a Professor in the Department of Fisheries and Wildlife at Michigan State University (MSU) and a Faculty-In-Residence with the Graduate School at MSU. As a Faculty-In-Residence, he develops and evaluates programs related to the career and professional development of graduate students. Rique serves as the Chair for the MSU CIRTL Steering Committee. He received a B.S. in wildlife management from the University of Missouri-Columbia and M.S. and Ph.D. degrees in wildlife ecology and management from MSU. Rique's research interests are in the areas of wildlife-habitat relationships, ecosystem management, wildlife nutrition, and the scholarship of teaching and learning. He has conducted his ecological research projects throughout the U.S. as well as in Kenya and Nepal. Before coming to MSU, Rique worked for the U.S. Fish and Wildlife Service as a Wildlife Biologist and the Michigan Department of Natural Resources as a Wildlife Research Biologist. Rique has served in leadership positions for The Wildlife Society at the national, regional, and state levels and is a Certified Wildlife Biologist with The Wildlife Society. Rique teaches two undergraduate courses and a graduate course and has taught two study abroad courses-in Kenya and the Bahamas. In 1993, he was selected as a Lilly Teaching Fellow at MSU and in 1996 was awarded an MSU Teacher-Scholar Award. In 2004, Rique was selected as an "exemplary teaching professor" to participate in the National Case Study of Learner-Centered Approaches in Agriculture, Food, and Natural Resources. See his website for more information (Dr. Rique Campa).
Kendra Cheruvelil -- has been an Assistant Professor at Michigan State University since 2006 (www.fw.msu.edu/~ksc). Her position is a joint appointment between the Lyman Briggs College (the residential college for the sciences) and the Department of Fisheries and Wildlife. Because she enjoys both teaching/learning and the environment immensely, this position is perfect for her. Kendra is actively engaged with the Center for Water Science and the Environmental Science and Policy Program on campus and her scholarly work includes both the Scholarship of Teaching and Learning and limnological research. She is a landscape limnologist (www.fw.msu.edu/~llrg) who works collaboratively to examine the roles that disturbance (human and natural), spatial scale, and heterogeneity have on lake biology and chemistry. She addresses questions that advance scientific understanding and are directly applicable to aquatic ecosystem management and conservation. In addition, her research explicitly includes the economic and social factors that both impact lakes and drive their management and conservation. Her main areas of interest include examining the role of a) aquatic plants (native and alien) and their management in lake foodwebs and b) the landscape in structuring lake biology and chemistry. Her research team uses a variety of approaches to conduct research, such as lake field surveys, mesocosm experiments, and statistical modeling (e.g. multi-level modeling). Co-facilitated the CIRTL (Center for the Integration of Research, Teaching, and Learning) Sponsored workshops for Lyman Briggs College Graduate Teaching Assistants and Undergraduate Learning Assistants:Creating Learning Communities Workshop and Creating Inclusive Learning Environments.
Diane Ebert-May -- is a Professor in the Department of Plant Biology at Michigan State University. She provides national leadership for promoting professional development, evaluation and improvement of faculty, postdoctoral teaching fellows, and graduate students who actively participate in creative research about teaching and learning in the context of their discipline. Her work in assessment of undergraduate learning in science guides many individual faculty as well as science departments throughout the country. She actively contributes to the educational initiatives of Ecological Society of America, served on the National Research Council (NRC) Committee on Evaluating Undergraduate Teaching, NRC Committee on Integrating Education with Biocomplexity, is a Fellow of the American Association for the Advancement of Science; is on the editorial board of CBE-Life Sciences Education (American Society of Cell Biology), and is an advisory board member of the National Academy of Engineering's Center for the Advancement of Scholarship on Engineering Education, and the Smithsonian Environmental Research Center (SERC).
Ebert-May’s research team is developing and testing a model for faculty change in teaching undergraduate science, and model-based reasoning tools designed to enable students in large enrollment science courses to build conceptual understanding. She is PI of project FIRST II (Faculty Institutes for Reforming Science Teaching), an NSF-funded national dissemination network for science faculty professional development in teaching through biological field stations and marine labs. Her recent publications address pathways to scientific teaching based on active learning, inquiry-based instructional strategies, assessment and research. She teaches plant biology to majors and environmental science to non-majors in large enrollment courses. Ebert-May recruits and mentors science postdoctoral fellows and graduate students in teaching and learning research and teaches a graduate-level seminar on scientific teaching. Her plant ecology research continues on Niwot Ridge, Colorado, where she has conducted long-term ecological research on alpine tundra plant communities since 1971.
- BS - University of Wisconsin, Madison, Department of Botany
- MA and PhD - University of Colorado, Boulder, Department of Environmental, Population and Organismal Biology
Michael W. Everett, Ph.D. -- Michael Everett is an Academic Teaching Specialist within the Department of Community Sustainability at Michigan State University. Michael's current teaching and outreach activities include overseeing the Agriculture, Food, and Natural Resources student interns from MSU (Internship for teaching diverse learners I and II; TE501 and TE502). Michael's teaching assignment includes teaching ESA312 (Principles of Leadership for Environmental and Agriscience Professional) and being the instructor of record for TE408 (Crafting Teaching Practices). His degrees include: B.A. Mathematics, Olivet College M.S. Crop and Soil Science, Michigan State University, Ph.D., Community, Agriculture, Recreation, and Resource Studies, Michigan State University. Michael’s research interests include: Conservation Education and Human Dimensions of Wildlife and Ecosystems in the context of Hunter Education and Hunting in Michigan. Additionally, research in the area of teaching and methods of teaching in AFNR and Hunter Education.
Melissa McDaniels is an Assistant Dean of The Graduate School and the Teaching Assistant Program Director at Michigan State (since January 2013). She holds degrees from Michigan State University (Ph.D.), Boston College Graduate School of Education (M.A.), and University of Michigan (B.A.). McDaniels has over twenty years of experience in graduate student and faculty development, undergraduate and graduate teaching and learning and organizational change. From 2008-2012, McDaniels served as Director of Michigan State University’s NSF ADVANCE Grant (in the Office of the Provost) where she spearheaded the institution’s efforts to diversify the faculty in Science, Technology, Engineering, and Mathematics (STEM) fields. Prior to 2008, she held full time positions at Northeastern University, Boston College, and National Geographic Society. She has had the pleasure of consulting domestically and internationally (Nelson Mandela Metropolitan University, Purdue University, MSU Center for the Scholarship of Teaching, Association for the Study of Higher Education, and University of Wisconsin-Madison) on topics related to programmatic/learning assessment in higher education, graduate student research capacity development, and graduate student teaching development. The primary focus of McDaniels’ research is graduate student, postdoctoral and faculty professional development.
Mark Urban-Lurain -- is an Associate Professor and Associate Director for Engineering Education Research in the CREATE for STEM Institute, Michigan State University. His research interests are in theories of cognition, how these theories inform the design of instruction, how we might best design instructional technology within those frameworks and how the research and development of instructional technologies can inform our theories of cognition. He is also interested in the role of technology in educational improvement and reform.
More info on his home page https://msu.edu/~urban/.
Jenifer Saldanha -- is an Assistant Professor at the CREATE for STEM Institute and Lyman Briggs College (LBC). She received her PhD in Molecular, Cellular, and Developmental Biology from Iowa State University. As a Howard Hughes Medical Institute (HHMI) Postdoctoral Research Fellow she helped develop a learning community to increase retention, and encourage exploration of STEM disciplines among undecided, undergraduate freshmen. She is a Preparing Future Faculty (PFF) Scholar, and a CIRTL Scholar, and has completed Teaching As Research (TAR) projects. She is currently a part of the Automated Analysis of Constructed Responses (AACR) research group at the CREATE for STEM Institute. Her broad research interests include: Stress biology, Caenorhabditis elegans biology, Increasing student interest and retention in STEM disciplines, and Life Science education research.
Claudia Elena Vergara -- is a Research Scientist in The Center for Engineering Education Research (CEER). She received her Ph.D. in Plant Biology from Purdue University. Her scholarly interests include: improvement of STEM teaching and learning in higher education, and institutional change strategies to address the problems and solutions of educational reforms considering the situational context of the participants involved in the reforms. She is involved in several research projects focusing on competencies-based curriculum redesign and implementation aimed to integration across curricula; increasing the retention rate of early engineering students; providing opportunities for STEM graduate students to have mentored teaching experiences.